scholarly journals Enhanced skills in global health and health equity: Guidelines for curriculum development

2017 ◽  
Vol 8 (2) ◽  
pp. e48-60 ◽  
Author(s):  
Russell Eric Dawe ◽  
Andrea Pike ◽  
Monica Kidd ◽  
Praseedha Janakiram ◽  
Eileen Nicolle ◽  
...  
Keyword(s):  
Family Medicine ◽  
Global Health ◽  
Health Systems ◽  
Health Equity ◽  
Underserved Populations ◽  
Cultural Humility ◽  
Global Health Education ◽  
Essential Components ◽  
Competency Based ◽  
Program Components

Introduction: Global health addresses health inequities in the care of underserved populations, both domestic and international. Given that health systems with a strong primary care foundation are the most equitable, effective and efficient, family medicine is uniquely positioned to engage in global health. However, there are no nationally recognized standards in Canada for postgraduate family medicine training in global health.Objective: To generate consensus on the essential components of a Global Health/Health Equity Enhanced Skills Program in family medicine.Methods: A panel comprised of 34 experts in global health education and practice completed three rounds of a Delphi small group process.Results: Consensus (defined as ≥ 75% agreement) was achieved on program length (12 months), inclusion of both domestic and international components, importance of mentorship, methods of learner assessment (in-training evaluation report, portfolio), four program objectives (advocacy, sustainability, social justice, and an inclusive view of global health), importance of core content, and six specific core topics (social determinants of health, principles and ethics of health equity/global health, cultural humility and competency, pre and post-departure training, health systems, policy, and advocacy for change, and community engagement).Conclusion: Panellists agreed on a number of program components forming the initial foundation for an evidence-informed, competency-based Global Health/Health Equity Enhanced Skills Program in family medicine.

scholarly journals From Creation to Evaluation: A Comprehensive Global Health Scholars Program for Graduate Medical Education Trainees

2020 ◽  
Vol 7 ◽  
pp. 238212052095182
Author(s):  
Jennifer Morgan ◽  
Shannon Galvin ◽  
Joshua Goldstein ◽  
Colleen Fant ◽  
Robert Murphy ◽  
...  
Keyword(s):  
Medical Education ◽  
Global Health ◽  
Graduate Medical Education ◽  
Underserved Populations ◽  
Journal Club ◽  
Clinical Care ◽  
Ethical Challenges ◽  
Graduate Medical ◽  
Global Health Education ◽  
The Many

Introduction: Recently, participation in clinical global health rotations has significantly increased among graduate medical education (GME) trainees. Despite the many benefits these experiences provide, many ethical challenges exist. Well-intentioned partnerships and participants often encounter personal and professional dilemmas related to safety, social responsibility, and accountability. We designed a curriculum to provide trainees of all specialties with a comprehensive educational program aimed at delivering culturally mindful and ethically responsible clinical care in resource-constrained settings. Methods: The McGaw Global Health Clinical Scholars Program (GHCS) at Northwestern University offers a 2-year curriculum for selected GME trainees across specialties interested in global health. Each trainee must complete the following components: core lectures, peer journal club, specialty-specific lectures, a mentorship agreement, ethics and skill-based simulations, a global health field experience, a poster presentation, and a mentored scholarly project. Results: Since 2014, 84 trainees from 13 specialties have participated in the program with 50 current trainees and 39 graduates. Twenty-five trainees completed exit surveys, of which 95% would recommend this program to other trainees and 84% felt more prepared to deliver global health care. In addition, 78% reported career plans that included global health and/or work with underserved populations. Trainees described “acceptance of differences and respect for those differences” and “understanding sustainability” as learning points from the program. Discussion: Providing a comprehensive global health education program across specialties can be feasible and effective. GME trainees who participated in this program report feeling both more prepared for clinical experiences and more likely to serve the underserved anywhere.

scholarly journals Global Health Classroom: Mixed Methods Evaluation of an Interinstitutional Model for Reciprocal Global Health Learning Among Samoan and New Zealand Medical Students

2020 ◽  
Author(s):  
Roshit Bothara ◽  
Malama Tafuna'i ◽  
Tim Wilkinson ◽  
Jen Desrosiers ◽  
Susan Jack ◽  
...  
Keyword(s):  
Mixed Methods ◽  
New Zealand ◽  
Medical Students ◽  
Global Health ◽  
Learning Outcomes ◽  
Health Systems ◽  
Virtual Classroom ◽  
Determinants Of Health ◽  
Mutual Benefit ◽  
Global Health Education

Abstract Background Global health education partnerships should be collaborative and reciprocal to ensure mutual benefit. Utilisation of digital technologies can overcome geographic boundaries and facilitate collaborative global health learning. Global Health Classroom (GHCR) is a collaborative global health learning model involving medical students from different countries learning about each other’s health systems, cultures, and determinants of health via videoconference. Principles of reciprocity and inter-institutional partnership informed the development of GHCR. This study explores learning outcomes and experiences in GHCR between students from New Zealand and Samoa. Methods The study used a mixed methods approach employing post-GHCR questionnaires and semi-structured face-to-face interviews to explore self-reported learning and experiences among medical students in GHCR. The GHCR collaboration studied was between the medical schools at the University of Otago, New Zealand and the National University of Samoa, Samoa.ResultsQuestionnaire response rate was 85% (74/87). Nineteen interviews were conducted among New Zealand and Samoan students. Students reported acquiring the intended learning outcomes relating to patient care, health systems, culture, and determinants of health with regards to their partner country. There was evidence of attitudinal changes including cultural curiosity and humility. Some reported a vision for progress regarding their own health system. Students reported that interacting with their international peers in the virtual classroom made learning about global health real and tangible. Mutual benefit to students from both countries indicated reciprocity.Conclusions The study demonstrates GHCR to be a promising model for collaborative and reciprocal global health learning using a student-led format and employing digital technology to create a virtual classroom. The self-reported learning outcomes align favourably with those recommended in the literature. In view of our positive findings, we present GHCR as an adaptable model for equitable, collaborative global health learning between students in internationally partnered institutions.

scholarly journals Global health classroom: mixed methods evaluation of an interinstitutional model for reciprocal global health learning among Samoan and New Zealand medical students

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Roshit K. Bothara ◽  
Malama Tafuna’i ◽  
Tim J. Wilkinson ◽  
Jen Desrosiers ◽  
Susan Jack ◽  
...  
Keyword(s):  
Mixed Methods ◽  
New Zealand ◽  
Medical Students ◽  
Global Health ◽  
Learning Outcomes ◽  
Health Systems ◽  
Virtual Classroom ◽  
Determinants Of Health ◽  
Cultural Humility ◽  
Questionnaire Response

Abstract Background Global health education partnerships should be collaborative and reciprocal to ensure mutual benefit. Utilisation of digital technologies can overcome geographic boundaries and facilitate collaborative global health learning. Global Health Classroom (GHCR) is a collaborative global health learning model involving medical students from different countries learning about each other’s health systems, cultures, and determinants of health via videoconference. Principles of reciprocity and interinstitutional partnership informed the development of the GHCR. This study explores learning outcomes and experiences in the GHCR between students from New Zealand and Samoa. Methods This study used a mixed methods approach employing post-GHCR questionnaires and semi-structured face-to-face interviews to explore self-reported learning and experiences among medical students in the GHCR. The GHCR collaboration studied was between the medical schools at the University of Otago, New Zealand and the National University of Samoa, Samoa. Results Questionnaire response rate was 85% (74/87). Nineteen interviews were conducted among New Zealand and Samoan students. Students reported acquiring the intended learning outcomes relating to patient care, health systems, culture, and determinants of health with regards to their partner country. Interview data was indicative of attitudinal changes in relation to cultural humility and curiosity. Some reported a vision for progress regarding their own health system. Students in the GHCR reported that learning with their international peers in the virtual classroom made learning about global health more real and tangible. The benefits to students from both countries indicated reciprocity. Conclusions This study demonstrates GHCR to be a promising model for collaborative and reciprocal global health learning using a student-led format and employing digital technology to create a virtual classroom. The self-reported learning outcomes align favourably with those recommended in the literature. In view of our positive findings, we present GHCR as an adaptable model for equitable, collaborative global health learning between students in internationally partnered institutions.

scholarly journals Service Learning as a Framework for Competency-Based Local/Global Health Education

2017 ◽  
Vol 82 (6) ◽  
pp. 1034 ◽  
Author(s):  
Tamara McKinnon ◽  
Cynthia Toms Smedley ◽  
Jessica Evert
Keyword(s):  
Health Education ◽  
Service Learning ◽  
Global Health ◽  
Global Health Education ◽  
Competency Based

scholarly journals Institutionalising global health: a call for ethical reflection

2020 ◽  
Vol 5 (9) ◽  
pp. e003353
Author(s):  
Sadath Sayeed ◽  
Lauren Taylor
Keyword(s):  
Global Health ◽  
Health Equity ◽  
Hierarchical Structures ◽  
Learning Space ◽  
Moral Ambiguity ◽  
Global Health Education ◽  
Education Community ◽  
Health Course ◽  
The Usa ◽  
Substantial Risk

We describe a global health course and pedagogy that highlights the moral ambiguity and many ethical compromises that have emerged as the discipline has increasingly become institutionalised. We encourage students to reflect on how the oft-declared aspiration for global health equity still remains seriously contested as a normative and political matter, especially in settings like the USA. We further encourage students to reflect on how authentic concern for social justice, health equity and human rights are consistently undermined by unconscious and/or intentional fealty to standard operating procedures within hierarchical structures and systems. Lastly, we encourage students to openly question and critique the dominant socioeconomic and institutional paradigms that influence practitioner ways of thinking about global health. Our aim is to provide a learning space for students to at least imagine, if not demand, more daring modes of engagement. We also encourage our colleagues in the global health education community to be forthright that the process of institutionalising global health reliably favours our own interests more than those we claim to be most concerned about. If the ideal of global health is to build a bridge to human solidarity, we see substantial risk that current popularised approaches might never yield a structural tipping point.

scholarly journals An International Health Track Is Associated With Care for Underserved US Populations in Subsequent Clinical Practice

2011 ◽  
Vol 3 (2) ◽  
pp. 130-137 ◽  
Author(s):  
Andrew W. Bazemore ◽  
Linda M. Goldenhar ◽  
Christopher J. Lindsell ◽  
Philip M. Diller ◽  
Mark K. Huntington
Keyword(s):  
United States ◽  
Global Health ◽  
Rural Areas ◽  
Health Care Services ◽  
Underserved Populations ◽  
Insurance Coverage ◽  
International Health ◽  
The United States ◽  
Global Health Education ◽  
The Impact

Abstract Background Recent efforts to increase insurance coverage have revealed limits in primary care capacity, in part due to physician maldistribution. Of interest to policymakers and educators is the impact of nontraditional curricula, including global health education, on eventual physician location. We sought to measure the association between graduate medical education in global health and subsequent care of the underserved in the United States. Methods In 2005, we surveyed 137 graduates of a family medicine program with one of the country's longest-running international health tracks (IHTs). We compared graduates of the IHT, those in the traditional residency track, and graduates prior to IHT implementation, assessing the anticipated and actual involvement in care of rural and other underserved populations, physician characteristics, and practice location and practice population. Results IHT participants were more likely to practice abroad and care for the underserved in the United States in the first 5 years following residency than non-IHT peers. Their current practices were more likely to be in underserved settings and they had higher percentages of uninsured and non–English-speaking patients. Comparisons between pre-IHT and post-IHT inception showed that in the first 5 years following residency, post-IHT graduates were more likely to care for the underserved and practice in rural areas and were likely to offer volunteer community health care services but were not more likely to practice abroad or to be in an academic practice. Conclusions Presence of an IHT was associated with increased care of underserved populations. After the institution of an IHT track, this association was seen among IHT participants and nonparticipants and was not associated with increased long-term service abroad.

scholarly journals Advancing Global Health Equity in the COVID-19 Response: Beyond Solidarity

2020 ◽  
Vol 17 (4) ◽  
pp. 703-707 ◽  
Author(s):  
Stephanie B. Johnson
Keyword(s):  
Global Health ◽  
Infectious Diseases ◽  
Health Systems ◽  
Health Equity ◽  
Global Health Equity ◽  
Economic Inequalities

AbstractIn the coming weeks and months SARS-CoV-2 may ravage countries with weak health systems and populations disproportionately affected by HIV, tuberculosis (TB), and other infectious diseases. Without safeguards and proper attention to global health equity and justice, the effects of this pandemic are likely to exacerbate existing health and socio-economic inequalities. This paper argues that achieving global health equity in the context of COVID-19 will require that notions of reciprocity and relational equity are introduced to the response.

scholarly journals How do Ontario family medicine residents perform on global health competencies? A multi-institutional survey

2013 ◽  
Vol 4 (2) ◽  
pp. e10-e17 ◽  
Author(s):  
Mirella Veras ◽  
Kevin Pottie ◽  
Tim Ramsay ◽  
Vivian Welch ◽  
Peter Tugwell
Keyword(s):  
Family Medicine ◽  
Global Health ◽  
Low Income ◽  
Access To Health Care ◽  
Health Knowledge ◽  
First Year ◽  
Perceived Knowledge ◽  
Knowledge And Skills ◽  
Global Health Education ◽  
Family Medicine Residents

Background: There is an increased interest in global health among medical students, family medicine residents, and medical educators. This paper is based on research to assess confidence in knowledge and skills in global health in family medicine residents in five universities across Ontario. Methods: A web based survey was sent to 166 first-year family medicine residents from five universities within Ontario. Descriptive statistics were used to analyze residents’ confidence in their knowledge and skills in global health. The strength of association between each of the self-perceived knowledge and skills variables was assessed by the Spearman correlation coefficient.  Results: The response rate ranged from 29% to 66% across the five universities. Self-perceived knowledge scores revealed that 34.3% of the respondents were very confident, 51.9% were somewhat confident, and 13.8% were not at all confident about their global health knowledge. Participants' confidence scores were lower in relation to knowledge of access to health care for low income nations (44.3%), and were better on their global health skills related to working in a team (70.9%) and listening actively to patients' concerns (64.6%). Conclusions: The global health competency scale has identified key areas of strengths and weaknesses of family medicine programs in global health education. This can be used to evaluate and analyze progress over time.

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